Paulo Celso Pereira

Desempenho escolar da criança vitimizada encaminhada ao fórum judicial

The aim of this study was to characterize the school performance of victimized children assisted by the Judicial System. Twenty victimized childrens school performances were compared to their peers of the same classroom, gender, age, but without a history of family violence. Their respective mothers and teachers also took part in this study. Children from both groups answered The Academic Performance Test, Parenting Styles Inventory and the Ravens Progressive Matrices Test. The children also gave samples of their notebook production. Childrens mothers answered a family interview and the Revised Conflict Tactics Scales (CTS-2). Teachers offered their impressions on students academic performance. Results indicated inferior academic performance by the victimized child, when compared with their matched group. According to teachers, victimized children had inferior academic performance in relation to their non-victim peers. CTS-2 results indicated that most of victimized children were exposed to marital violence. Moreover, the study shows that, besides direct and indirect domestic violence, these children were exposed to other risk factors, such as, poverty, maternal low educational level and alcohol/drugs used by relatives.

A Feasibility Pilot Intervention Program to Teach Parenting Skills to Mothers of Poly-Victimized Children

The Parceria (Partnership) Project is a Brazilian intervention program designed for mothers with an intimate partner violence (IPV) history. Its short term goal is to teach parenting skills to abused women, and in the long term, to prevent behavioral problems in their children. The objective of this pilot study was to evaluate the feasibility of the Parceria Project with mothers of children who had experienced multiple forms of maltreatment (poly-victimization), as it was expected that most of the mothers would also have a history of IPV. Seventeen Brazilian mothers took part in this intervention. They completed several types of evaluation. The intervention program using a cognitive-behavioral model took place in each family’s home. All mothers completed the intervention and evaluated the project positively. The study showed that it is feasible to conduct interventions with families who face severe psychosocial risk such as family violence.

Inclusão escolar e Educação Infantil: um estudo de caso

The inclusionary practices emerged in the 80’s, based on the movement of social inclusion and proposed a new paradigm for the care of children with special educational needs. The literature indicates a great difficulty concerning to the implementation of projects for inclusionary practices, and there are only few studies in the national literature about the integration of children with special educational needs in day nurseries (Early Childhood Education). The objective of this study was to develop a research, according to teachers’ perspective, about children with special educational needs inserted in day nurseries of the municipal net of the city of Catanduva, state of Sao Paulo, and also to identify the conception of the day nurseries principals about the school inclusion. This research was performed with the participation of 54 teachers and 15 principals; the teachers filled in the Instrument of Identification of Children with Special Educational Needs and the principals were interviewed. The results based on the teachers’ conceptions showed that 40 children with special educational needs are included in the day nurseries of the city, most of them were boys aged between two to three years old, and 27.5% of them were identified as in a risk situation. This study also revealed a superficial knowledge about inclusionary practices by the day nurseries principals, who prioritized the practical aspects.

A concepção de educadores sobre violência doméstica e desempenho escolar

Formando parte de un estudio que caracterizo el rendimiento escolar de ninos victimas de violencia domestica, fueron invitadas a participar las respectivas profesoras y directoras de las escuelas donde estudiaban ninos que eran victimas. El objetivo de esa participacion fue identificar las concepciones de las educadoras sobre violencia domestica y rendimiento escolar de los ninos victimas. Participaron del estudio 18 profesoras y 10 directoras que respondieron, en la escuela, a una entrevista semi estructurada tratando sobre cuestiones referentes al objetivo del trabajo. Los datos obtenidos revelaron que las educadoras poseen nociones sobre violencia domestica y como deben proceder con las victimas. El numero de casos de ninos victimas identificados en la escuela fue expresivo. Tal identificacion se debe no solo a la observacion de las educadoras, sino tambien al relato espontaneo de los alumnos (victimas). A pesar de sus limitaciones, la escuela se presenta como un espacio de seguridad para los ninos victimas, pudiendo ser considerado un lugar de proteccion para ellos

Revista “Topics in Early Childhood Special Education”: avaliação do periódico e dos artigos

Journals have the purpose of dissemination and communication of scientific knowledge. As a vehicle to the dissemination of scientific productions, it is necessary the periodical assessment to evaluate the quality of research: accuracy, reliability and seriousness. The objective of this study is to assess the journal Topics in Early Childhood Special Education, considering for the analysis the whole journal and the formal and the contents aspects of all articles. The analysis revealed that the periodical satisfactorily fulfills the normalization criterion, the authors’ instruction criterion and the articles assessment criterion. However, it was identified the need for major accuracy in the bibliographic legend that should appear on all pages of articles. Regarding the analysis of the articles it was observed the lack of keywords and a wide variety of information in the abstracts, which they were sometimes not related to the key aspects of the research. All authors and institutions are from United States of America and the type of study most published it was the research report. The participants’ characterization indicated that the journal broachs different types of special needs, but there is more studies about autism. The study data confirm the journal purpose that is providing relevant and current information on all aspects of early education for children with special needs, including their families. It was pointed the need for more articles from other countries beyond the North American continent, including the participation of researcher from other countries. Additionally, the model used for the journal assessment showed to be effective in providing data quality, reliability and accuracy of the whole periodical and the studies that it was published in the journal.

La concepción de educadores sobre violencia doméstica y rendimiento académico

Formando parte de un estudio que caracterizo el rendimiento escolar de ninos victimas de violencia domestica, fueron invitadas a participar las respectivas profesoras y directoras de las escuelas donde estudiaban ninos que eran victimas. El objetivo de esa participacion fue identificar las concepciones de las educadoras sobre violencia domestica y rendimiento escolar de los ninos victimas. Participaron del estudio 18 profesoras y 10 directoras que respondieron, en la escuela, a una entrevista semi estructurada tratando sobre cuestiones referentes al objetivo del trabajo. Los datos obtenidos revelaron que las educadoras poseen nociones sobre violencia domestica y como deben proceder con las victimas. El numero de casos de ninos victimas identificados en la escuela fue expresivo. Tal identificacion se debe no solo a la observacion de las educadoras, sino tambien al relato espontaneo de los alumnos (victimas). A pesar de sus limitaciones, la escuela se presenta como un espacio de seguridad para los ninos victimas, pudiendo ser considerado un lugar de proteccion para ellos

Educators' opinions on child victimization and school performance

Formando parte de un estudio que caracterizo el rendimiento escolar de ninos victimas de violencia domestica, fueron invitadas a participar las respectivas profesoras y directoras de las escuelas donde estudiaban ninos que eran victimas. El objetivo de esa participacion fue identificar las concepciones de las educadoras sobre violencia domestica y rendimiento escolar de los ninos victimas. Participaron del estudio 18 profesoras y 10 directoras que respondieron, en la escuela, a una entrevista semi estructurada tratando sobre cuestiones referentes al objetivo del trabajo. Los datos obtenidos revelaron que las educadoras poseen nociones sobre violencia domestica y como deben proceder con las victimas. El numero de casos de ninos victimas identificados en la escuela fue expresivo. Tal identificacion se debe no solo a la observacion de las educadoras, sino tambien al relato espontaneo de los alumnos (victimas). A pesar de sus limitaciones, la escuela se presenta como un espacio de seguridad para los ninos victimas, pudiendo ser considerado un lugar de proteccion para ellos